Beliefs, Behaviours, and Professional Development of Tutors in Problem-Based Learning
(Opvattingen, Gedrag en Professionele Ontwikkeling van Tutoren in Probleemgestuurd Onderwijs)
2012-01-20
Doctoral Thesis
| Related Files |
|---|
View PDF Version
(JCW Booklet.pdf, 1.0MB) |
|
View PDF Version
(Propositions belonging to the PhD thesis.pdf, 0.0MB) |
The theme of this thesis is the tutor in problem-based learning (PBL). Specifically, the objective of the five studies presented is to gain an understanding of what shapes tutors as facilitators of student learning; their beliefs about teaching, their educational intentions and goals as well as the actions they display and the strategies they adopt when in the PBL classroom. It also traces their development over time to determine whether they change or remain the same and whether they become more or less aligned to the philosophy and methodology of PBL. The role of the tutor is examined from the perspective of their students, their peers and the tutors themselves.
Supervisor
(promotor):
Keywords
Automatically Extracted Terms
- tutor
- student
- study
- teaching
- perspective
- behaviour
- belief
- education
- teacher
- observation
- congruence
- change
- classroom
- polytechnic
- expertise
- difference
- action
- course
- staff
- practice
